Activity 1: 'Quick Chairs' Link to slideshow This in-class activity will have students pick sides of controversial topics and debate the following claims: - Having friends fulfills our basic human needs. - Mentally challenged people don't contribute to society because they can't function like 'regular' people. - It is unnatural for people to have an emotional attachment to an animal. - The purpose of life is to strive for , an eventually reach, our goals and dreams. - Killing another human being is intolerable, and should always be punished. SL.11-12.4 Learning Target - We will present information and supporting evidence, conveying a clear and distinct perspective, to the above mentioned questions in an organized Quick Chairs (abbreviated Philosophical Chairs discussion) Activity.
Activity 2: Marking non-fiction article Marking text article on 1930's migrant workers. RI.11-12.1 Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions.
Activity 3: Chapter 1 Text - see this activity for marking text and writing in the margins for chapter 1. RI.11-12.1 Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 1.
Activity 4: Group analysis of chapter 1 Groups of 2-3 - You will be assigned 4 questions from the list below. 2 comprehension questions and 2 interpretation questions. Create a poster that includes the following: - Answers to your questions written in complete sentences - 2 pictures to represent your answers - Brief analysis of the first chapter. This is not a summary! Questions: CHAPTER 1 Comprehension 1. In what part of the country does the novel take place? Time period? 2. List words that describe Lennie. 3. List words that describe George. 4. To what animal is Lennie compared? 5. To what animal would you compare George? Why? 6. Why were George and Lennie run out of Weed? 7. What things does Lennie do and say that make him like a child? 8. Where does George tell Lennie to hide if he gets in trouble? Interpretation 1. How does Steinbeck convey Lennie's animal-like qualities? (#4 above) 2. Why does Steinbeck describe the actions of Lennie's hands (foreshadowing their importance)? 3. What is George's attitude toward Lennie in this section? Why does he stay with Lennie? 4. Explain the connection between Lennie's mouse and what happened in Weed. 5. Describe George's dreams in this section. 6. What suggests that the dream of the farm is unrealistic? 7. Give some examples of foreshadowing in this section. 8. George and Lennie are chasing the 'American Dream' throughout this book. For them, what is this dream?. SL.11-12.1 Learning Target - We will work collaboratively with small groups to create visual representations (posters) that propel conversations by posing and responding to questions that probe reasoning and evidence.
Activity 5: Chapter 2 Text - see this activity for marking text and answering discussion questions. RI.11-12.1 Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 2.
Activity 6: Choices for reading chapter 3: Chapter 3 Text - see this activity for marking text and answering discussion questions. or EdPuzzle.com for reading chapter 3 and answering questions as you listen. Remember to login with Google to see the assignment for your class. RI.11-12.1 Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 3.
Activity 7: Using quotes to analyze emerging themes Groups of 2-3: - Choose one of the following themes that has begun to emerge in the story: 1. isolation/lonliness, 2. friendship, 3. innocence, 4. visions of American, 5. women/femininity. - Find at least three quotes from the first three chapters that illustrate how this theme is emerging in the plot. One quote from chapter 1, one from chapter 2, and one from chapter 3. - Create a multimedia presentation (Google Slides, Spark Video, Explain Everything) with the following:
Title slide with book title, author, your chosen theme, and everyone's name who is in the group
All 3 of your quotes with who said it.
How that quote ties into your chosen theme.
At least 3 visuals that represent your quotes or the themes.
RL.11-12.2 SL.11-12.5 Learning Target - We will work collaboratively with small groups to create multimedia presentations that demonstrate ability to identify and analyze emerging themes.
Activity 8: SAT vocabulary from the novel. Pick 10 of them and fill out this Frayer Template for each. *Note - Sentences should be created by you. Copying them from an online dictionary doesn't convey understanding. Words: aloof, appraise, contemptuous, meager, rheumatism, rapt, bemuse, sullen, indignation, avert, jeer, tenement, woe, earnest, writhe, monotonous, belligerent, incumbent, recumbent, pantomime, laden, millify, pugnacious, complacent, muse *extra credit if you complete more than 10 words
Activity 9: Chapter 4 Text - see this activity for marking text, writing in the margins, and discussion questions. You'll need to put this document in Notability as a reference to help with writing in the margins. RI.11-12.1 Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 4.
Activity 10: Chapter 5 Text - see this activity for marking text, writing in the margins and discussion questions. RI.11-12.1 Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 5.
Activity 11: Chapter 6 Text - see this activity for marking text, writing in the margins and discussion questions. RI.11-12.1 Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 6.
Unit Final: 3 parts: Part 1: 30 multiple choice questions in Socrative. These will mostly deal with chapters 5 and 6, but there will be some questions dealing with themes throughout the whole book. (30 points)
Part 2: You will create a 10-question quiz using Costa's Level-2 and Level-3 questions. These questions can be created from any chapter in the novel. You will then partner up to give and take a classmate's quiz. (20 points - 10 for creating a quiz and 10 for taking a quiz)
Part 3: Essay - Prompt here (50 points. See rubric at bottom of attachment for breakdown)
1992 Movie Trailer:
- Chapter 1: 0:00-22:16 (scene at beginning gives background of events in Weed...later in book) - Chapter 2: 22:16-43:29 (includes added scene with George and Curley's wife in the barn) - Chapter 3: 43:29-1:07:52 - Chapter 4: 1:07:52-1:19:35 - Chapter 5: 1:19:35-1:37:26 - Chapter 6: 1:37:26-end
Alternate Activities: Activity ?: Edpuzzle.com - video and discussion questions for The Great Depression
Activity ?: Links for 'Riding The Rails: Hobo Kids During Great Depression' documentary here. Lesson plan here
Potential Essential Questions: What is empathy? Why is it an important human characteristic? What is an individual’s duty to others? What can the struggles of others teach us about ourselves?
By John Steinbeck
Focus standards:
RL.11-12.1, RL.11-12.2, RL.11-12.6,RI.11-12.1, W.11-12.4, SL11-12.4, SL.11-12.5, L.11-12.6
Book covers:
Activity 1: 'Quick Chairs'
Link to slideshow
This in-class activity will have students pick sides of controversial topics and debate the following claims:
- Having friends fulfills our basic human needs.
- Mentally challenged people don't contribute to society because they can't function like 'regular' people.
- It is unnatural for people to have an emotional attachment to an animal.
- The purpose of life is to strive for , an eventually reach, our goals and dreams.
- Killing another human being is intolerable, and should always be punished.
SL.11-12.4
Learning Target - We will present information and supporting evidence, conveying a clear and distinct perspective, to the above mentioned questions in an organized Quick Chairs (abbreviated Philosophical Chairs discussion) Activity.
Activity 2: Marking non-fiction article
Marking text article on 1930's migrant workers.
RI.11-12.1
Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions.
Activity 3:
Chapter 1 Text - see this activity for marking text and writing in the margins for chapter 1.
RI.11-12.1
Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 1.
Activity 4: Group analysis of chapter 1
Groups of 2-3 - You will be assigned 4 questions from the list below. 2 comprehension questions and 2 interpretation questions. Create a poster that includes the following:
- Answers to your questions written in complete sentences
- 2 pictures to represent your answers
- Brief analysis of the first chapter. This is not a summary!
Questions:
CHAPTER 1
Comprehension
1. In what part of the country does the novel take place? Time period?
2. List words that describe Lennie.
3. List words that describe George.
4. To what animal is Lennie compared?
5. To what animal would you compare George? Why?
6. Why were George and Lennie run out of Weed?
7. What things does Lennie do and say that make him like a child?
8. Where does George tell Lennie to hide if he gets in trouble?
Interpretation
1. How does Steinbeck convey Lennie's animal-like qualities? (#4 above)
2. Why does Steinbeck describe the actions of Lennie's hands (foreshadowing their importance)?
3. What is George's attitude toward Lennie in this section? Why does he stay with Lennie?
4. Explain the connection between Lennie's mouse and what happened in Weed.
5. Describe George's dreams in this section.
6. What suggests that the dream of the farm is unrealistic?
7. Give some examples of foreshadowing in this section.
8. George and Lennie are chasing the 'American Dream' throughout this book. For them, what is this dream?.
SL.11-12.1
Learning Target - We will work collaboratively with small groups to create visual representations (posters) that propel conversations by posing and responding to questions that probe reasoning and evidence.
Activity 5:
Chapter 2 Text - see this activity for marking text and answering discussion questions.
RI.11-12.1
Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 2.
Activity 6:
Choices for reading chapter 3:
Chapter 3 Text - see this activity for marking text and answering discussion questions.
or
EdPuzzle.com for reading chapter 3 and answering questions as you listen. Remember to login with Google to see the assignment for your class.
RI.11-12.1
Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 3.
Activity 7: Using quotes to analyze emerging themes
Groups of 2-3:
- Choose one of the following themes that has begun to emerge in the story: 1. isolation/lonliness, 2. friendship, 3. innocence, 4. visions of American, 5. women/femininity.
- Find at least three quotes from the first three chapters that illustrate how this theme is emerging in the plot. One quote from chapter 1, one from chapter 2, and one from chapter 3.
- Create a multimedia presentation (Google Slides, Spark Video, Explain Everything) with the following:
- Title slide with book title, author, your chosen theme, and everyone's name who is in the group
- All 3 of your quotes with who said it.
- How that quote ties into your chosen theme.
- At least 3 visuals that represent your quotes or the themes.
RL.11-12.2SL.11-12.5
Learning Target - We will work collaboratively with small groups to create multimedia presentations that demonstrate ability to identify and analyze emerging themes.
Activity 8:
SAT vocabulary from the novel. Pick 10 of them and fill out this Frayer Template for each.
*Note - Sentences should be created by you. Copying them from an online dictionary doesn't convey understanding.
Words:
aloof, appraise, contemptuous, meager, rheumatism, rapt, bemuse, sullen, indignation, avert, jeer, tenement, woe, earnest, writhe, monotonous, belligerent, incumbent, recumbent, pantomime, laden, millify, pugnacious, complacent, muse
*extra credit if you complete more than 10 words
Activity 9:
Chapter 4 Text - see this activity for marking text, writing in the margins, and discussion questions.
You'll need to put this document in Notability as a reference to help with writing in the margins.
RI.11-12.1
Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 4.
Activity 10:
Chapter 5 Text - see this activity for marking text, writing in the margins and discussion questions.
RI.11-12.1
Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 5.
Activity 11:
Chapter 6 Text - see this activity for marking text, writing in the margins and discussion questions.
RI.11-12.1
Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 6.
Unit Final: 3 parts:
Part 1: 30 multiple choice questions in Socrative. These will mostly deal with chapters 5 and 6, but there will be some questions dealing with themes throughout the whole book. (30 points)
Part 2: You will create a 10-question quiz using Costa's Level-2 and Level-3 questions. These questions can be created from any chapter in the novel. You will then partner up to give and take a classmate's quiz. (20 points - 10 for creating a quiz and 10 for taking a quiz)
Part 3: Essay - Prompt here (50 points. See rubric at bottom of attachment for breakdown)
1992 Movie Trailer:
- Chapter 1: 0:00-22:16 (scene at beginning gives background of events in Weed...later in book)
- Chapter 2: 22:16-43:29 (includes added scene with George and Curley's wife in the barn)
- Chapter 3: 43:29-1:07:52
- Chapter 4: 1:07:52-1:19:35
- Chapter 5: 1:19:35-1:37:26
- Chapter 6: 1:37:26-end
Alternate Activities:
Activity ?:
Edpuzzle.com - video and discussion questions for The Great Depression
Activity ?:
Links for 'Riding The Rails: Hobo Kids During Great Depression' documentary here.
Lesson plan here
Great Depression Era Art
Potential Essential Questions:
What is empathy? Why is it an important human characteristic?
What is an individual’s duty to others?
What can the struggles of others teach us about ourselves?